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Arts Integration Essay

487 Words2 Pages

True arts integration for any school, including those used in a workshop model require time and resources. After visiting the Wiley H. Bates School, which I learned about through my literature review, I was able to see the great possibility of integrating the arts fully and at the most minimal level. The arts-integration specialist at the Bates School created her position. She supports the staff and the arts integration in the school by writing grants. It occurred to me that in order to fully develop the arts in to each unit in a way that expounds thinking I may need to learn to write grants to gain funding.
After the school visit and meeting with several teachers, I have answered the eternal questions of arts-integration; should arts integration be used to demonstrate what students have learned or should it be used to teach the skill. Today, my position is that arts-integration should be used in conjunction with modeling and traditional teaching strategies. It should expound knowledge, abstract thinking, and real world applications. The artful project and “artful thinking” should be invoked at the same time to deepen how students grasp and …show more content…

When I first developed S.D.A.T, it was to address the needs of a seventh grade class whose math levels and comprehension was extremely broad. However, this is not always that case and has not been the case with each passing class. The current group seems to range in three levels (mid/low, mid/mid, and mid/high). This may allow me to differentiate based on several other factors. Cooperative groups may be developed as a constant standing group that functions more as a team that applies positive peer pressure upon the members to keep working. This requires an understanding that the good work of one student is the good work of the team. This is a new dynamic and may require more

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